Method: Asynchronous Instructions: Activity 1: Write a brief introduction about yourself. Indicate you educational and career goals. Share two facts about yourself that most people know about you. Share two things that most people so not know about you. Activity 2: Do you know the Chinese symbol for the year of your birth.
(Do not share any information that you are not comfortable sharing).
Critique for Christopher by Anna Alessi
I like your start, but it seems unfinished. The activity is certainly person-focused, but it doesn't require that learner's read one another's entries or respond to each other in some way (Checklist for an Effective Icebreaker, Conrad and Donaldson, pag. 47). It looks like something you'd do on a discussion board, but the discussion part isn't required, or even suggested, so I wonder how many students would "talk" to each other. If the board is graded, you could require that students respond to two classmates. I think the second activity is quite creative, but as a student, I'd wonder what the point is. Is it somehow related to the course? How about using the symbols to match up students to work together later in the semester? In any case, as a student, I think I'd appreciate an explanation of purpose.
Christopher,
Looks like yours either got cut off or you haven’t yet completed it?
Objective: To permit students to share their background and career goals with their students
Author: Christopher Gilbert, Accounting instructor
Instructions:
Activity 1: Write a brief introduction about yourself. Indicate you educational and career goals. Share two facts about yourself that most people know about you. Share two things that most people so not know about you.
Activity 2: Do you know the Chinese symbol for the year of your birth.
(Do not share any information that you are not comfortable sharing).
Critique for Christopher by Anna Alessi
I like your start, but it seems unfinished. The activity is certainly person-focused, but it doesn't require that learner's read one another's entries or respond to each other in some way (Checklist for an Effective Icebreaker, Conrad and Donaldson, pag. 47). It looks like something you'd do on a discussion board, but the discussion part isn't required, or even suggested, so I wonder how many students would "talk" to each other. If the board is graded, you could require that students respond to two classmates. I think the second activity is quite creative, but as a student, I'd wonder what the point is. Is it somehow related to the course? How about using the symbols to match up students to work together later in the semester? In any case, as a student, I think I'd appreciate an explanation of purpose.
Christopher,
Looks like yours either got cut off or you haven’t yet completed it?
LeeAnn